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dc.contributor.authorMills, Judith Patriciaen_NZ
dc.date.accessioned2020-08-11T23:13:42Z
dc.date.available2020-08-11T23:13:42Z
dc.date.issued2019en_NZ
dc.identifier.citationMills, J. (2019). Making multiplication meaningful: Teaching for conceptual understanding. Teachers and Curriculum, 19(1), 17–25. https://doi.org/10.15663/tandc.v19i1.334en
dc.identifier.urihttps://hdl.handle.net/10289/13722
dc.description.abstractThe term numeracy is used widely in schools today and brings with it the expectation that students will be taught both how to do the mathematics, alongside an understanding of the concepts associated with the procedural application. One issue, which has arisen with the terminology ‘numeracy classroom’, is how to best support teachers to enhance their teaching of mathematics to allow this understanding to occur. This article stems from a larger research study that analysed the professional knowledge of teachers when teaching numeracy, and the impact their mathematics knowledge and procedural application had on children’s learning. This article presents observations of three teachers teaching a multiplication lesson (the first in a series of lessons over a six-week period) as they developed their students’ understanding of the mathematical concepts associated with the interpretation of the multiplication symbol. An analysis of the findings shows when the teachers used manipulatives, related word problems to the children’s lives, and promoted discussion in groups, a greater understanding of multiplication was apparent.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.rightsThis article is published under the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode
dc.subjectConceptual understanding
dc.subjectnumeracy
dc.subjectmultiplication
dc.subjectmanipulatives
dc.titleMaking multiplication meaningful: Teaching for conceptual understandingen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/tandc.v19i1.334en_NZ
dc.relation.isPartOfTeachers and Curriculumen_NZ
pubs.begin-page17
pubs.elements-id256021
pubs.end-page25
pubs.issue1en_NZ
pubs.publication-statusPublished onlineen_NZ
pubs.volume19en_NZ
dc.identifier.eissn2382-0349en_NZ


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